51 days Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10

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FIRST ADDITIONAL LANGUAGE GRADE 2 Revised National Teaching Plan

GUIDELINES ON HOW TO USE THE ADJUSTED CURRICULUM FOR LANGUAGES IN FOUNDATION PHASE:

Please note the following:

1. The CAPS document for terms 1-4 (2020) has been combined into one document.

2. The curriculum was adjusted to address the core concepts and skills.

3. The first few weeks must be used to teach sounds / concepts that were not addressed in the previous year. This may be applicable for term 4 sounds that were not taught like j, r, w.

6. Learners will be at different levels. All schools will not be the same. If a school does not find this necessary, they should follow CAPS as from term 1 content.

7. The topics/themes and vocabulary for FAL are only suggestions and not compulsory. Teachers should use themes, applicable to the school context. Choose your vocabulary according to your theme.

9. Whenever group work is done, social distancing is to be adhered to.

Guidelines for assessment: Baseline assessment:

Should be done during the first 10 days of returning to school.

Baseline activities should not be a stand-alone but be integrating with the teaching and learning process.

Should be done informally and mostly through observation.

The assessment activities will focus on previous grade content.

The aim of the activities will be to determine the level of the learners to guide the teaching and learning process for the way forward.

School Based Assessment:

Assessment takes place on a continuous basis in the Foundation Phase.

A bigger focus should be on formative assessment.

Be guided by the SBA guidelines. (Rubrics and checklists are found in this guide.) Rubrics are only suggestions.

Assessment can only take place on content taught. Assessment items to be adjusted accordingly.

THANK YOU FOR TRYING YOUR UTMOST IN PREPARING OUR LEARNERS!

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2021 Annual Teaching Plan – Term 1: ENGLISH FIRST ADDITIONAL LANGUAGE: Grade 2

Term 1

45 days Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10

Theme Consolidation program and baseline assessment Celebrating birthdays

Getting around

DBE workbook page 11- picture about all the different kinds of

transportation CAPS

Topic

LISTENING AND SPEAKING

Done on Mondays, Wednesdays and Fridays

 Start with a greeting

 Song

 Open-ended question (Question with no wrong answer)

 Vocabulary for the day, and the sight words.

Core Concepts, Skills and Values

Greeting.

Start with a more difficult greeting in grade 2.

a. Teacher: Good Morning! How are you?

b. Learner: I am fine thanks, how are you?

Baseline assessment

Greeting, let them greet one another.

Greeting

Teacher asks 3 – 4 learners individually.

a. Teacher: Good morning, how do you feel today?

b. Learner: Good morning, I feel happy / I feel sad

.

Greeting Teacher: Hi, where do you live?

b. Learner: Hi, I live in

Greeting

Teacher: Hello, what is your name?

b. Learner: Hello, my name is __.

c. Teacher: Nice to meet you!

d. Learner: Nice to meet you, too!

Greeting

Ask 3-4 learners to respond.

a. Teacher: Good morning, what is the day today?

b. Learner: Good morning, the day today is___.

Greeting Ask different learners: “How old are you?” Let the learner respond…

“I am …. years old.”.

Greeting Greeting

Ask different learners: “How old are you?” Let the learner respond: “I am …. years old.”

Greeting

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Term 1

Song/

Rhyme

Question of the day

Names, names are not the same. Clap your hands and say your name.

Divide your class into 6 groups (mixed ability) They must know in which group they are. (animals, flowers etc.) Call a group to stand.

Names, names are not the same. Clap your hands and say your name.

Let them now clap the syllables in their name, e.g. Le-ra-to

Call a different group to stand- see whether they know to which group they belong

Teach learners a few attention getters, e.g.

1-2-3 EYES ON ME.

1-2 EYES ON YOU!

2. Instruct learners to talk to their neighbours.

3. When they hear

“1-2-3 EYES ON ME” they must STOP TALKING.

4. They must say

“1-2 EYES ON YOU.”

5. They must sit quietly in their seat with their eyes on the teacher.

Ask different groups to do different things, like leopards stand, elephants clap your hands three times etc.

Let learners get use to the attention getters you are going to use .

Ask a group to stand, ask different learners: “What is your name?” Let the learner respond…My name is…..

Ask the class

“What is his name?” Let the whole class respond.

Teach a NEW ATTENTION GETTER, e.g.:

If you can hear me clap once.

(clap)

2. Instruct learners to talk to their neighbours.

3. When they hear

“IF YOU CAN HEAR ME CLAP ONCE”

they must stop talking.

4. They must clap once.

5. Do this with different numbers until you have the attention of all learners.

Draw a three column graph on the board with the names orange, green and purple at the top.

Ask a group to stand and ask “What is your favourite colour?”

Put a question on the board related to the theme and let a group answer. There are no wrong or right answers. Ask:

What do you like most to eat on your birthday; cake or ice-cream?

Lyrics Actions (Choose one learner to come up to the front of the room. Pretend it is their birthday and instruct the learners to sing to them. If possible, make a birthday hat for the learner to wear.) Happy birthday to you.

Point to the learner you have chosen Happy

birthday to you.

birthday dear (learner

’s name).

birthday to you.

Point to the learner you have chosen

Lyrics Actions One little

girl went out to play,

Hold up one finger

At a birthday party one day.

Pretend to put on a birthday hat She had such enormous fun,

Open your arms big

She called for another friend to come.

Beckon for someone to come Two little

girls went out to play,

Hold up two fingers At a

birthday party one day.

Pretend to put on a birthday hat They had such enormous fun,

Open your arms big

They called for another friend to come.

Beckon for some- one to come (Repeat with three, four, five little girls)

Put a question on the board related to the theme and let a group answer.

There is no wrong or right answers.

Lyrics Actions

The wheels on the bus go round and round,

Make your hands go around in a circle Round

and round, round and round,

Make your hands go around in a circle The

wheels on the bus go round and round,

Make your hands go around in a circle All around the town.

Add wipers and hooter of the bus

Put a question on the board related to the theme and let a group answer.

There is no wrong or right answers. Ask:

How do you get to town: by bus or by car?

Lyrics Actions I am

wind- shield wipers.

Bend your arm at your elbow you’re your fingers pointing up This is how I go:

Move arms left and right, like wipers Back

and forth, back and forth,

Continu e back and forth motion

In the rain and snow.

Use your fingers to make rain / snow

Put a question on the board related to the theme and let a group answer. There are no wrong or right answers.

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Term 1

Suggested Vocabulary The vocabulary will depend on the chosen theme.

(Teach 4 words a day from week 3 onwards)

Baseline assessment

Teach the word

“same”, e.g. hold up 2 fingers and ask them to show you the same.

Teach learners the word: different.

a. Hold up 1-5 fingers.

b. Explain that learners must hold up a DIFFERENT number of fingers.

c. Repeat 4-5 times

Teach the words same and different Same or different.

a. Collect some objects, like: 2 DBE workbooks, a pencil, 2 pieces of chalk, an eraser.

b. Show learners any two of the objects.

c. Explain that if the objects are the SAME, learners should give THUMBS UP.

d. If the objects are not the same, they should give THUMBS DOWN.

Teach learners the word “more”.

Teach learners the word: fewer.

a. Draw a line down the middle of the chalkboard.

b. Draw FOUR CIRCLES on one side.

c. Draw TWO CIRCLE on the other side.

d. Ask learners which side has FEWER.

e. REPEAT with different numbers of circles.

birthday, celebrate, cake, balloon, blow, candle, present, unwrap,

remember, forget, surprise, party

wish, secret, believe, gift, knife, spoon, fork, yummy, receive, give, card, invitation

drive, car, bus, taxi, fly, airplane, ride, motorcycle, truck, lorry, fast, slow

bright, shiny, brave,

transportation, trip, boat, bike, on foot, here, there, move, travel

Sight words sad, saw, sit,

friends , very what, doing, play,

sleep, happy wish, orange, green,

help, can’t brave, yellow, behind, front, top Curriculum

Coverage Tracking

Date completed

 Begins to develop an oral (listening and speaking) vocabulary using themes or topics.

 Follows and gives a short sequence of instructions.

 Understands and responds to simple questions.

 Make simple requests and statements.

 Identifies an object from a simple oral description.

 Talks about objects in a picture in response to teacher’s instruction.

 Listens to and gives a simple recount.

 Memorises and performs simple poems, action rhymes and songs.

 Plays language games.

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Term 1

CAPS Topic READING – GROUP GUIDED READING

Mondays, Tuesdays, Wednesdays, Thursdays , Fridays

Baseline assessment

• Oral reading fluency to determine reading groups.

Call learners individually to you to determine their reading group. Try to divide your class into 5 groups. Have 3 texts ready. (One average, one easier, one more difficult. – DBE workbooks can be used or the EGRA tool.)

Group 1: This learner knows no or very few words. The learner does not seem to recognise letter-sound relationships.

Group 2: This learner knows just a few common words.

He/she does not seem to recognise letter-sound relationships. This learner need a lot of help to read previously unseen words.

Group 3: This learner knows some common words. This learner needs help to decode previously unseen words.

Group 4: This learner knows many common words and can decode most words. This learner occasionally needs help to decode words.

Group 5: This learner knows many common words. This learner can decode previously unseen words.

This learner reads with fluency and expression. This is one of the best readers in the class.

Teach routines for Group Guided Reading.

a. Appoint monitors to keep learners quiet.

b. Appoint reading book monitors.

c. Explain the toilet pass.

Teach learners how to use worksheets when you are busy with a group of learners/learner.

Listen to one group per day while the rest of the class can do other activities, e.g. worksheets or work in the DBE workbook.

Select text appropriate for the group.

First revise the sight words of the week.

Ask individual learners to read to you.

Adhere to social distancing if necessary and call learners one by one to come and read to you.

 Listen to one group on a day while the rest of the class can do other activities, e.g. worksheets or work in the DBE workbook.

 Select text appropriate for the group.

 First revise the sight words of the week.

 Ask individual learners to read to you. Adhere to social distancing if necessary and call learners one by one to come and read to you.

Curriculum Coverage Tracking

 Reads aloud from own book in a guided reading group with the teacher. The whole group reads the same story or non-fiction text with the teacher.

 Uses the reading strategies taught in the Home Language to make sense and monitor self when reading (phonics, context clues, structural analysis, sight words).

 Reads with increasing fluency and expression.

 Shows an understanding of punctuation when reading aloud.

 Begins to build a sight vocabulary from the guided, shared and independent reading.

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Term 1

CAPS Topic

READING – SHARED READING Tuesdays and Thursday

Baseline assessment:

 Comprehension activities Consolidation activities:

 Build vocabulary

 Revise sight words.

 Comprehension activities

Tuesday 1 Pre Read (Predict) Thursday – First Read

Tuesday – Second Read Thursday- Post Read

(Recount/Act out the story)

Tuesday: Pre Read Thursday: First Read

Tuesday: Second Read

Thursday: Post Read

 Listens to short stories, recounts or non-fiction texts told or read from a Big Book or illustrated poster.

 Understands and responds to instructions (e.g. learners point to objects in the picture/ name objects in the story).

 Answers simple literal questions about the story with short answers.

 Name some of the things in the picture in response to questions from the teacher.

 Acts out the story, using some of the dialogue.

CAPS Topic PHONICS

Mondays, Wednesdays , Fridays

Baseline assessment on phonics done in Grade 1.

Identifies all single letter sounds.

j-

jam, jab, job, jaw,

Distinguish aurally between different single sounds, e.g.

starting sounds in names, objects, etc.

r- red, rob, run, rat, rag, ram

Distinguish different initial, end and middle sounds in simple words.

w- wet, wall, win, wax, wig

-at- words:

cat, mat, fat, sat, pat

Monday:

Introduce the sound and words Wednesday- Segmenting and blending Friday: After segmenting let the learners write the words in their books.

-an- words pan, fan, can, man, ran, van

Monday: Introduce the sound and words Wednesday- Segmenting and blending Friday: After segmenting let the learners write the words in their books.

-e- words

ten, pen, hen, men, pet, get, red

-i- words sit, fit, lid, tin, pin, fin

Monday:

-o- words

pot, lot, rot, top, cot, dot, hot, pop, ton, won

-u- words fun, run, nut, bun, nun

Monday:

Curriculum Coverage Tracking Date completed

 Distinguishes aurally between sounds that are often confused.

 Identifies letter-sound relationships of most single letters.

 Builds up and breaks down 3-letter words using sounds learnt.

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Term 1

CAPS Topic WRITING

Tuesdays and Thursdays

Baseline assessment:

 Language structures informally taught

 Creative Writing

1. Explain that learners will draw themselves and write two sentences about themselves.

2. Use

MODELLING to draw yourself on the chalkboard.

3. Use

MODELLING to add a sentence to your drawing.

1. Explain that learners will draw their feelings on the first day of school.

2. Use modelling before they attempt to do it.

1. Make a list of animals.

2. Explain that learners will draw their favourite animal.

3. Then, learners will write two sentences about their favourite animal.

3. Use

MODELLING to draw your favourite animal on the chalkboard and to show them your two sentences

1. Explain that learners will draw their home.

2. Then, learners will write two sentences about their home.

3. Use

MODELLING to draw your home on the

chalkboard.

4. Use

MODELLING to add two sentences to your drawing.

1. Let them draw their best friend and write two sentences about their friend.

2. Use modelling before the learners attempt to do this.

Tuesday:

Surprise! It’s a

……….!

Thursday:

Wow! Thank you………….

Let them think what do they want for their birthday and let them draw the picture before they use the writing frame to complete their sentence.

Tuesday:

Things I wish for when I blow out my candles I wish for………

Thursday:

I wish for…………

I wish for………...

Remember to model the writing first.

Tuesday:

I want to drive………

Thursday I will go …………..

I am a

………..

1. Explain that learners will pretend that they are some kind of transportation. They will write about what kind of transport they would be!

2. Explain that learners must think about what they would be if they could be anything.

3. Read the writing frame to learners.

4. Use modelling to show learners that you think before you write.

5. Give learners some ideas you have for filling in the writing frame, like: I think I would like to be a boat because I like swimming.

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Term 1

 Uses handwriting skills taught in Home Language.

 Writes lists with headings.

 Chooses and copies a caption to match a picture.

 With help, writes a caption for a picture.

 Completes sentences by filling in missing words.

Extension activities

DBE workbook pages 3,4,5 Draw a picture of a birthday cake

DBE workbook pages 7 and 8 Draw yourself at a birthday party

DBE workbook page 10 Draw a picture of yourself in a taxi

DBE workbook page 12 Draw a picture of your favourite transport Requisite Pre-

Knowledge

Knowledge of work done in grade 1.

Knowledge of the theme can be a positive attribute.

Use questioning to determine pre-knowledge.

Resources (other than textbook) to enhance learning

Baseline assessment activities. Big books

Flash cards Pictures Posters Readers

Work sheets for learners to use while a group is busy with group guided reading Realia

Assessment for learning (Informal Assessment)

 The activities must be observed and assessed during daily lesson activities in Languages.

 Each skill is not meant to be an assessment activity but rather should ensure that leaners are afforded opportunities to demonstrate these skills orally and practically.

 This must be done informally and ongoing.

SBA Assessment

of learning (Formal Assessment)

 The activities must be observed and assessed during daily lesson activities in Languages.

 Each skill is not meant to be an assessment activity but rather should ensure that leaners are afforded opportunities to demonstrate these skills orally and practically.

 Rubrics, checklists and writing activities can be used.

 Assessment can only take place if the concepts have been taught and learners had enough time to practice.

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ASSESSMENT: GRADE 2

BASELINE ASSESSMENT 2021

Baseline is meant for you to see where your learners are and what you have to concentrate on in the rest of the term FIRST ADDITIONAL LANGUAGE GRADE 2 TERM 1

SKILL LISTENING & SPEAKING PHONICS READING WRITING COMMENTS (When and where

appropriate) IMPLEMENT IN

WEEKS: 1-3 1-3 1-3 1-3 1-3 1-4 1-4 1-4 1-6 1-6 1-6 1-6 1-6 1-6

KEY: FROM OBSERVATIONS Learner performance

 exceed

▲ satisfied

● partially satisfied X has not satisfied

Can point to the following in DBE WB 1 pg 2: girl, boy, dog, ball Can identify an animal, person or object after listening to a simple oral description Can respond to basic greeting Can respond to a simple oral instruction Can identify beginning sounds of words Can identify rhyming words Segmenting sentences into individual words. Claps on syllables in familiar words Listens to a story and answers simple questions about the story Identifies an animal in a story Can point to objects in an illustration Recognises 20-30 familiar words Completes a writing frame using own answers Writes a simple list

Learners Names

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PROGRAMME OF ASSESSMENT:

Component What skills will be assessed Form of

assessment

Assessment tool

Score (Suggestion)

Date to be completed Date completed

Listening and Speaking

 Points to and name some objects in the classroom or in a picture in response to teacher’s instructions

 Responds physically to simple oral instructions

Observation/

practical and Oral

Rubric 7

7

By week 9

Baseline assessment Checklist n/a

Teacher notes: Each skill is not meant to be an assessment activity, rather ensure your learners are afforded opportunities to demonstrate these skills orally in daily lessons. By week 9 you should be able to complete the checklist and score each learner on 2 skills according to the rubric. On SASAMS we enter 1 score for listening and speaking

Phonics Oral

Reproduces sound patterns using environmental sounds Observation/

practical &

Oral

Rubric 7 By week 9

Baseline Assessment Checklist n/a

Teacher notes: Each skill is not meant to be an assessment activity, rather ensure your learners are afforded opportunities to demonstrate these skills orally in daily lessons. Oral Phonic skills will be observed and assessed during daily lessons activities. By week 9 you should be able to score each learner accordingly using the attached checklist and rubric.. On SASAMS we enter 1 score for Phonics

Reading

Oral  Answers simple oral questions about a story

 Baseline assessment

Observation

& Oral

Rubric / Checklist

7 By week 9

Teacher notes: Each skill is not meant to be an assessment activity, rather ensure your learners are afforded opportunities to demonstrate these skills orally in daily lessons. Learners will be observed and assessed on these reading skills during your daily class activities and by week 9 you should be able to score each child according the rubric. On SASAMS we enter 1 score for listening and speaking

Writing  Draws a picture for a story that is told and write two sentences

 Baseline Assessment

Written Classwork book

32 or depending on rubric used

By week 9

Teacher notes: Writing skills should be observed during shared reading lessons and by Week 9 you should be able to complete the checklist based on your observations. There is no formal writing activity and n recording on SASAMS.

TOTAL SCORE: Scores will be captured on SASAMS. The score will be converted to indicate level 1-7

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FIRST ADDITIONAL LANGUAGE GRADE 2 TERM 1

ASSESSMENT OF LEARNING: SBA ASSESSMENT SCORESHEET

SKILL LISTENING & SPEAKING PHONICS, READING &

COMPREHENSION WRITING COMMENTS (When and where appropriate)

WEEK 7-8 7-8 7-8

RATING /

USE RUBRICS THAT FOLLOW

Points to and name some objects in the classroom or in a picture Responds physically to simple oral instructions TOTAL Reproduces sound patterns using environmental sounds Answers simple oral questions about a story TOTAL Draws a picture for a story that is told and write two sentences

DATE

SCORE 7 7 14 7 7 14 32

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RUBRIC EXAMPLES:

THE FOLLOWING RUBRICS ARE JUST EXAMPLES…………. THE TEACHER IS ALLOWED TO USE HER OWN

LISTENING & SPEAKING RUBRIC

OBJECTIVE 1. Learn identifies and names items in a familiar picture 2. Learners respond to a simple question

IMPLEMENTATION 1. Week 7 or 8 when the learners are settled and writing 2. Week 7 or 8 Oral: Daily question

ACTIVITY 1 Level 1 Level 2 Level 3 Level 4

MARKS 1-2 3-4 5-6 7

Settle the class to complete a written activity.

Then, call individual learners to your desk. Use a picture from the big book story for the week, or from the DBE Workbook.

First, ask the learner to point to 2 items that you name. Next, ask the learner to name 2 items that you point to.

The learner can correctly point to one of the items named by the teacher.

The learner cannot name either of the items that the teacher points to.

The learner can correctly point to both of the items named by the teacher. The learner cannot name either of the items that the teacher points to.

The learner can correctly point to both of the items named by the teacher. The learner correctly names one of the items that the teacher points to.

The learner can correctly point to both of the items named by the teacher. The learner correctly names both of the items that the teacher points to.

MARKS 1-2 3-4 5-6 7

Complete this during the oral daily question activity. Follow the routine of calling one group per day to answer a theme- related question. Listen carefully as each learner answers the question.

The learner cannot answer the question without total support from the teacher.

The learner answers the question with some support from the teacher.

The learner answers the question independently, but is hesitant or very quiet.

The learner answers the question independently, clearly and confidently.

CALCULATION

 Add each learner’s totals out of 7 for the two activities, to get a total out of 14.

 Divide by 2 to get a rating from 1-7 to record on the report.

PHONICS, READING & COMPREHENSION RUBRIC

OBJECTIVE 1. Learner reproduces sound patterns using environmental sounds 2. Learner listens to and answers questions related to a story IMPLEMENTATION 1. Week 7 or 8 phonics

2. Week 7 or 8 Shared Reading

MARKS 1-2 3-4 5-6 7

Go around the room during phonics and complete this activity with small groups of learners. Tell learners to listen as you make a

‘sound pattern’, for example: clap clap click click stamp click. Then, ask the learners to repeat the sound pattern. Listen and watch carefully. Do 2 sound patterns with each group.

The learner cannot correctly

reproduce the sound patterns, both in terms of sounds and rhythm.

The learner can correctly reproduce only one sound pattern, or the struggles with the rhythm on both sound patterns.

The learner can correctly reproduce both sound patterns, but struggles with the rhythm on occasion.

The learner can correctly reproduce both sound patterns, with the correct rhythm.

MARKS 1-2 3-4 5-6 7

Once you have read the big book story to learners, ask individual learners a basic recall question about the story. Listen carefully to the answers.

The learner cannot answer the question without total support from the teacher.

The learner answers the question with some support from the teacher.

The learner answers the question independently, but is hesitant or very quiet.

The learner answers the question independently, clearly and confidently.

CALCULATION

 Add each learner’s totals out of 7 for the two activities, to get a total out of 14.

 Divide by 2 to get a rating from 1-7 to record on the report.

Formatted Table

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WRITING RUBRIC

OBJECTIVE The learner draws a picture and writes two sentence Implementation This can be done from week 7 -9

Activity Conduct the writing lesson as usual

Collect the learners books at the end of the week

RUBRIC 1 2 3 4

Sentences Writes or draws a picture to convey a message, but may

not be on topic. Writes or draws to convey a message. Writes 1 sentence on topic. Writes 2 sentences on topic.

Capitalisation Uses uppercase and lowercase letters interchangeably Capitalises the first word inconsistently. Capitalises the first word and the pronoun I

consistently. Capitalises the first word, the pronoun I and people’s names consistently.

Punctuation Does not use end punctuation End punctuation is used incorrectly and inconsistently. End punctuation is often used correctly, but

is mostly limited to full stops. End punctuation is mostly used correctly and includes the use of question marks and exclamation marks.

Spacing No spacing between words. Inconsistent spacing between words. Mostly correct spacing between words. Correct spacing between words.

Words Uses beginning sounds to represent words Uses beginning and end sounds to represent words. Uses familiar words or repeats words. Writes

some words phonetically. Uses familiar words correctly. Attempts to use some new words. New CVC words are spelled phonetically.

Vowels Vowels are omitted or used incorrectly. Uses some vowels , but they are often incorrect. Uses some vowels correctly Uses most vowels correctly.

Sight words Sight words not spelled correctly. A few sight words spelled correctly. Some sight words spelled correctly. Most sight words spelled correctly.

Ideas Ideas are difficult to understand Ideas are generally understandable. Ideas are personal and original. Ideas are personal, original, and creative.

Some relevant details included.

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OVERVIEW OF FOUNDATION PHASE PHONICS

GRADE 1 GRADE 2 GRADE 3

THEME PHONICS THEME PHONICS THEME PHONICS

T1 WK 1 ORIENTATION

CONSOLIDATION PROGRAMME & BASELINE

ASSESSMENT j,w, r, at words/ an words

CONSOLIDATION PROGRAMME & BASELINE

ASSESSMENT Revision of oo oa ee br dr fl sl cl pl gr tr T1 WK 2

T1 WK 3 We go to school Environmental sounds

T1 WK 4 Environmental sounds

T1 WK 5 My family Environmental sounds

T1 WK 6 a

T1 WK 7 We play outside s Celebrating birthdays e What is friendship? -sh

T1 WK 8 t i -ch

T1 WK 9

We have feelings p

Getting around o

Determination -th

T1 WK 10 revision u wh

T2 WK 1

Friends i

Helping our friends Revise: e i an

Me and my siblings u-e

T2 WK 2 n Revise o/u / at oo

T2 WK 3

Growing things m

Setting goals y

Practice makes perfect! ea

T2 WK 4 h s oa

T2 WK 5

Animals o

We have feelings! long /short Families caring for each other

ng/nk

T2 WK 6 b long /short ch/cl

T2 WK 7

Sports and games c

Making mistakes ed

Bullying a-e

T2 WK 8 k ing i-e

T2 WK 9

The three little pigs e Being safe and

responsible

Revision

We are writers o-e

T2 WK 10 revision Revision u-e

T2 WK 11 Revision

T3 WK 1 All around town ck Traditions sp Compassion ai

T3 WK 2 g sh- ay

T3 WK 3 Working together d Community -sh Honesty oi

T3 WK 4 u th ou

T3 WK 5 All about clothes r Creative thinking Word families Solving problems oy

T3 WK 6 f ch, ed str

T3 WK 7 Reading is fun l Healthy eating th Learning new things tch

T3 WK 8 plurals s sl-ing nch

T3 WK 9 Keeping our bodies

healthy and safe plurals es Worried and afraid oo Identities ph/ff

T3 WK 10 Revision ch-ed ss/ll

T3 WK 11 Revision

T4 WK 1

Problem solving j

Solving problems fl-

The power of education ar /er

T4 WK 2 v sl- ir/or

T4 WK 3

We grow and change w

Historical figures cl

Calm and relaxed ur

T4 WK 4 x br spr

T4 WK 5

Our living history y

Bullying & appearance oo

Grief str

T4 WK 6 Revision ee dr

T4 WK 7 Science is fun! Plurals -s and -es Using technology for good

Revision History Revision

T4 WK 8 Plurals -s and -es Assessment -tch

T4 WK 9 PREPARATION FOR 2022 Revision Revision Suffixes

T4 WK 10 Revision Revision Revision